Traffic discipline

from Wikipedia, the free encyclopedia

The term traffic discipline has a double meaning: In the scientific system, traffic discipline describes a relatively independent scientific subject as a sub-area of ​​the superordinate traffic sciences . In day-to-day traffic and in jurisdiction, the term characterizes behavior in accordance with the rules when dealing with traffic.

term

The compound "traffic discipline " connects the German word traffic with the Latin word disciplina . The Latin term disciplina includes both the meaning "science", "subject" and the meaning "education", "discipline", "instruction", "order". This also corresponds to the double meaning of the word in today's sense. The verb can also be used in the transitive sense as "discipline someone" and thus denotes an outside influence. But it can also be understood as a characteristic trait in the sense of “being disciplined”, “having self-discipline”. Both terms are reflected in the "traffic discipline". On the basis of its legislation, society requires every road user to exercise discipline in order to ensure that traffic is safe and acceptable.

Transport discipline as a scientific subject

The term “traffic discipline” initially refers to a single science or a scientific subject under the umbrella of the superordinate traffic sciences . Traffic psychology , traffic education , traffic geography , traffic engineering or traffic ecology are relatively independent sciences . They usually work in the form of their own institutes and their own institute management, with their own space, material and staffing and their own scientific Alignment.

Traffic discipline as a behavioral norm

The term "traffic discipline" also describes a certain behavior in practical traffic processes, which should enable every road user to travel safely and comfortably in the common traffic areas. Comparable to the legal regulations of other countries, such as the writing road traffic regulations (Highway Code) of the Federal Republic of Germany in § 1 Highway Code to the principle of the expected behavior of road users that:

“(1) Participation in road traffic requires constant caution and mutual consideration.

(2) Anyone who takes part in traffic must behave in such a way that no one is harmed, endangered or more than unavoidable under the circumstances, hindered or annoyed. "

Such behavior requires traffic discipline.

Traffic discipline as a rule-compliant behavior when moving in public traffic areas is of fundamental importance for the safety of all road users. It is therefore set out in detail in binding rules, monitored as far as possible and, if necessary, sanctioned in the event of irregularities . Violations of this set of rules are considered anti-social behavior that endangers oneself and others and is therefore not tolerated. For example, lawn, jostling, taking right of way, cell phone calls, wrong parking, right overtaking, driving up close are considered to be reckless socially harmful behavior, which depending on culpability and severity is classified as an administrative offense or criminal offense and punished accordingly .

The importance of traffic discipline

Traffic discipline means self-regulation of traffic behavior . As an emotion regulation , it includes u. a. the controlled mental handling of one's own feelings and moods. In dealing with other people, it obliges you to observe and adhere to social norms and role requirements in your own behavior . Willful or grossly negligent traffic violations due to a lack of self-discipline were considered a character flaw and offense against the national community during the Nazi era and were accordingly punished with drastic penalties.

Even today, however, it is undisputed that traffic discipline as standardized behavior is an indispensable prerequisite for achieving regulated, hazard-mitigated, compatible mobility in the common traffic area. Traffic discipline has to contribute to avoiding accidents and to guarantee a partnership in traffic. Violations of the codified set of rules, but also of the law of fair dealings with one another, are considered indiscipline and unsocial behavior. They are enforced accordingly through threats of sanctions and their enforcement.

In the early years of the rapidly growing volume of traffic, traffic discipline was almost exclusively demanded from adult road users. There was still a fatalistic attitude that saw children completely overwhelmed by modern traffic life and said that they would have to "inevitably" have an accident if the driving adults did not prevent this. On the other hand, science posed the question of whether the children themselves should not be made more responsible for their own safety and should be better enabled to do so through a didactic reorientation of traffic education. Analyzes by traffic experts have shown that children and young people who are particularly prone to accidents can be identified by certain characteristics and personality profiles.

Only gradually did a change of perspective mature in the 1970s, to take the child more seriously as a learning being, to strengthen his corresponding self- confidence and to shape active self-assurance with new child-friendly methods. Traffic education should be conceived and designed more from the perspective of the child and young person and their interests and abilities. The realization grew that the potential of adolescents, including their ability to take responsibility, was significantly underestimated. To do this, however, they had to be freed from the passive role that was imposed on them and the classification as apparently inevitable traffic victims. Even the starter of school was seen as a responsible and willing being and was led in a playful way into the traffic that was feasible for him as a pedestrian in the vicinity. The self-designed way to school should normally replace the comfortable parents' taxi and bus transport . The introduction of a pedestrian diploma and a cycling test were intended as proof of competence to raise awareness among children and adults that they can travel to school independently and safely.

The teaching of traffic discipline

Adults are considered to be mature road users for whom knowledge and disciplined compliance with the traffic rules are normally assumed and expected. If they nevertheless violate individual regulations, as so-called " traffic offenders " they must expect penalties that can range from a simple warning to fines and even withdrawal of their driving license . In serious individual and repetitive cases, they are assigned to a so-called traffic instruction in accordance with Section 48 of the StVO, even if the road traffic authority has been summoned to improve their knowledge of traffic . The absence of the prescribed traffic instruction is according to. Section 49 (4) No. 6 StVO fined . The self-discipline achieved, which - as is assumed by the legislature - usually determines the level of maturity as an adult, in most cases makes external discipline superfluous. So z. B. For pedestrians and cyclists no mandatory traffic courses and tests are prescribed by law, but only made voluntary offers. People are content with appeals for consideration, especially at the start of school, or advocate self-locking helmets for cyclists.

Children and young people are considered adolescents and still learners. Regarding them, the legislature is very lenient with regard to traffic discipline by setting criminal responsibility relatively high. Scientists, however, criticize the children’s ability and willingness to take responsibility, which is underestimated by lawyers and politicians, and schools and associations, in view of the high risk, are pushing for effective educational measures for active self-protection even for first graders through playfully designed teaching projects such as the school route game or the cycling test . They tempt you to do this with badges, certificates and benefits on the school premises (e.g. specially marked parking spaces). The word discipline is often avoided in the educational field today because of the historical burden and associations with “soldiery obedience ”, outdated “ drill ” and “ authoritarian teaching ” and is mostly still used in the positive meaning of “ self-discipline ”. People prefer to speak of “ self-control ”, “ compliance with the rules”, “ fairness ” and “cooperative behavior”, which are owed to the friendly interaction with one another. In addition, “traffic discipline” is no longer “trained”, but rather discovered as a sensible action by the children themselves from playing: Playrooms become traffic areas, rules of the game become traffic rules, play partners in role play become traffic partners.

Public awareness

The traffic discipline continues to play an important role in the public discussion, as reflected in the media, but also in police reports. In the absence of longer-term statistical surveys, there is disagreement as to whether the traffic discipline has increased or decreased over the years and in view of the increased volume of traffic.

literature

  • Office for People's Welfare of the NSDAP (Ed.): Fight the traffic accident - traffic discipline is mandatory , brochure, Verlag Schadenverhütung Verlagsgesellschaft, Berlin o. J.
  • Federal Ministry f. Traffic, Dept. Road Traffic (Ed.): Service instructions for the StVO , 2.4 Road Traffic Regulations. 2.4.1 to 2.4.20: General, behavior in traffic, traffic discipline
  • Holte, Hardy, Profiles in road traffic of children and adolescents who have had an accident , reports of the Federal Highway Research Institute, sub-series Human and Safety, issue M 206, 2010
  • Peter-Habermann, I .: Children have an accident . Reinbek 1979
  • Warwitz, Siegbert. A .: The development of traffic senses, traffic intelligence and traffic behavior in school beginners. The Karlsruhe model. In: Z. f. Traffic Education 4 (1986) 93-98
  • Warwitz, Siegbert A .: Traffic education from the child. Perceiving-playing-thinking-acting , Schneider-Verlag, 6th edition, Baltmannsweiler 2009. ISBN 978-3-8340-0563-2

Web links

See also

Individual evidence

  1. ↑ Quantity-Güthling: Encyclopedic Dictionary of the Latin and German Language , Langenscheidt-Sprachwerke, 7th edition, Berlin 1950, p. 227
  2. ^ Office for People's Welfare of the NSDAP (ed.): Combat the traffic accident - traffic discipline is compulsory , brochure, Verlag Schadenverhütung Verlagsgesellschaft, Berlin oJ
  3. ↑ Peter-Habermann, I .: Children have to have an accident . Reinbek 1979
  4. ^ Warwitz, Siegbert A .: Traffic education from the child. Perceiving-Playing-Thinking-Acting , Schneider-Verlag, 6th edition, Baltmannsweiler 2009
  5. ↑ Holte, Hardy, Profiles in Road Traffic of Accident Children and Adolescents , Reports of the Federal Highway Research Institute, Human and Safety Sub-series, Issue M 206, 2010
  6. ^ Warwitz, Siegbert A .: Traffic education from the child. Perceiving-Playing-Thinking-Acting , Schneider-Verlag, 6th edition, Baltmannsweiler 2009
  7. ↑ Pfeiffer, R .: We GO to school . Vienna 2007
  8. ^ Warwitz, SA: The pedestrian diploma as a project in the entrance level . In: Rudolf, A., Warwitz, SA: Project teaching - Didactic principles and models . Schorndorf 1977
  9. ↑ Warwitz, Siegbert. A .: The development of traffic senses, traffic intelligence and traffic behavior in school beginners. The Karlsruhe model. In: Z. f. Traffic Education 4 (1986) 93-98
  10. ↑ Deutsche Verkehrswacht (Ed.): The cycling training as an integrated part of the traffic education in the school . Bonn 1989
  11. ↑ Warwitz, Siegbert A .: The methods , In: Traffic education from child. Perceiving-playing-thinking-acting , Schneider-Verlag, 6th edition, Baltmannsweiler 2009, pp. 50–72
  12. ↑ Traffic attitude , traffic discipline and traffic suitability
  13. ↑ Cell phone on ear - lack of traffic discipline, accessed on May 13, 2016
  14. ↑ Traffic discipline - better than its reputation , accessed on May 13, 2016.